The University of Chicago School Mathematics Project

3. The University of Chicago School Mathematics Project • A mission to improve school mathematics • Funded by NSF, Amoco, GTE, and others • A partnership among researchers, mathematics educators, and teachers • 25 years of research and development • Core team collaborates on all grade levels to provide a cohesive Pre-K-6 curriculum

4. EM Principles

5. EM Principles • Children begin school with a great deal of knowledge and intuition on which to build.

6. Monster Squeeze

8. EM Principles • The curriculum should begin with children’s everyday experience and should work to connect that experience with the discipline of mathematics.

9. Real Life Experiences

10. World Tour Data

11. EM Principles • Excellent instruction is important. • Reforms must take account of the working lives of teachers.

12. The curriculum should include practical routines to help build the arithmetic skills and quick responses that are so essential in a problem-rich environment. EM Principles

13. 16 24 +, - x , ÷ 7 9 6 4 A Wide Variety of Practice toPromote Computational Fluency

14. Computational Fluency • “Automatically knowing basic facts is as important to learning mathematics as knowing words by sight is to reading.” – EM authors • Developing computational fluency is strongly emphasized in EM.

15. Development of EM

16. Development of EM • Research basis • Iterative refinement: write, test, revise • Teacher collaboration • Rich problems, engaging activities, cross-curricular connections

17. Development of EM, continued • High expectations • Brisk pace • Distributed practice • Balance • Concepts, skills, facts • More than just arithmetic • Balanced assessment

19. What you need to know

20. I. EM 3.0 Goal Structure • 6 Content Strands • 15 Program Goals • ~ 25 Grade-Level Goals per Grade

21. EM Content Strands Number and Numeration Operations and Computation Data and Chance Measurement and Reference Frames Geometry Patterns, Functions, & Algebra

22. Program Goals: Number and Numeration • Understand the meanings, uses, and representations of numbers • Understand equivalent names for numbers • Understand common numerical relations

24. Program Goals: Operations and Computation • Compute accurately • Make reasonable estimates • Understand meanings of operations

25. Program Goals: Data and Chance • Select and create appropriate graphical representations of collected or given data • Analyze and interpret data • Understand and apply basic concepts of probability

26. Program Goals: Measurement & Reference Frames • Understand the systems and processes of measurement; use appropriate techniques, tools, units, and formulas in making measurements • Use and understand reference frames

27. Program Goals: Geometry • Investigate characteristics and properties of two- and three-dimensional geometric shapes • Apply transformations and symmetry in geometric situations

28. Program Goals: Patterns, Functions, & Algebra • Understand patterns and functions • Use algebraic notation to represent and analyze situations and structures

30. Grade Level GoalsAcross the Grades • Examine the grade-levels goals across the grades in the Assessment Handbook pages 37 – 50 • Discuss how this information might be useful. • Be prepared to share out.

31. II. What Assessment looks like inEveryday Mathematics “For assessment to be useful to teachers, parents, children, and others, the Everyday Mathematics authors believe…”

32. Teachers need to have a variety of techniques and tools to choose from. • Children should be included in the assessment process. • Assessment and instruction should be closely aligned.

33. Assessment should focus on all important outcomes. • A good assessment program makes instruction easier. • The best assessment plans are developed by teachers working collaboratively.

34. Assessment Purposes • Summative • Formative • Program Evaluation • It is important to include both summative and formative assessments in a balanced assessment plan.

35. Assessment Contexts for a Balanced Assessment Plan

36. Exploring Ongoing Assessment Recognizing Student Achievement (RSAs) • Contained in every lesson • Summative assessment opportunity • Identifies expectations for a student making “adequate progress” toward meeting a Grade-Level Goal

37. Recognizing Student Achievement (RSA)

38. Recognizing Student Achievement (RSA)

39. Exploring Ongoing assessment • Informing Instruction • Contained in Part 1 of half of the lessons • Formative assessment opportunity • Highlights common misconceptions • Provides suggestions for teachers to use to address misconceptions

40. Informing Instruction

41. Informing Instruction

42. Ongoing Assessment • Math Boxes • Writing/Reasoning Prompts • Portfolio Opportunities

43. Math Boxes, Writing/Reasoning, Portfolios Opportunities

44. Math Boxes, Writing/Reasoning, Portfolios Opportunities

45. Exploring Periodic Assessment Progress Check Lessons • Self Assessment • Oral and Slate Assessment • Summative • Formative • Written Assessment • Part A – Summative • Part B – Formative • Open Response

46. Assessment in Kindergarten EM Includes periodic and ongoing assessment opportunities like the other grades, but less frequent and mostly independent of paper-and-pencil tasks. KEY STEPS IN KDG ASSESSMENT Baseline periodic assessment Ongoing assessment through RSAs, Informing Instruction, and Kid-Watching during activities and routines in Sections 1-4 Mid-year periodic assessment Ongoing assessment through RSAs, Informing Instruction, Kid-Watching during activities and routines in Sections 5-8 End-of-year periodic assessment